Mentorship programs need clear guidelines

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Most companies see the benefits of mentorship for their fledgling hires, but the success of these arrangements depends on far more than good intentions.

Melissa dos Ramos heads the Haskayne mentorship program at the University of Calgary and says there's a lot of confusion about what mentorship is. "There's a lot of stuff out there that's called mentoring, but isn't," she argues.

As a new graduate working for a Calgary company, dos Ramos experienced this first-hand. Without putting any company resources into a formal program, the firm decided to encourage mentorship by putting together a list of people interested in being mentors. Then, it distributed it among the newbies. "They said, 'These people are interested in being mentors. Contact one.' "

Not only did dos Ramos have no idea what she'd talk to her mentor about, the thought of calling up a complete stranger with many years of experience in her field was intimidating. But she says it's not uncommon for companies to approach mentorship programs in this way, without clear guidelines about expectations, goals or the duration of the relationship.

As the head of a mentorship program that connects U of C students with experienced business leaders, she says the best mentorship relationships are structured, rather than informal, arrangements. Mentors should neither be paid for mentoring nor pressured into doing so. Mandating mentoring makes resentful employees; volunteer-based mentoring ensures those with an interest become involved.

The mentorship should also last at least six months and the people being mentored, not the mentors, should drive the discussions, says dos Ramos.

All of this ensures that mentors aren't working to clone a "Mini-Me" (like Mike Meyers' miniature self in the Austin Powers movies), says dos Ramos. The idea isn't for the mentor to mould someone's career strategy and perspective of the industry or company.

Dos Ramos has also witnessed the reverse syndrome -- which she calls "Maxi-Me Syndrome" -- in which mentors seek students who are exactly like themselves. Having a structured program also helps guard against this pitfall.

Of course, both the mentor and student must be motivated, as well. Mentors in the Haskayne mentorship program are encouraged to spend at least 12 hours with their student over eight months; the students should dedicate even more time, since they need to prepare for meetings and reflect on their own goals.

Audley Stephenson, a Toronto public speaker specializing in leadership development, was an informal mentor to new graduates when he worked as the project manager of a student recruitment program. He also rejects the traditional mentorship model in which a mentored person is meant to absorb the skills and perspectives of the mentor without contributing.

He says mentorships should be two-sided arrangements in which both people -- who are often of two different generations -- can learn from one another. While mentors have many more years of experience, they can often become better acquainted with new ideas and technologies by communicating with someone less experienced.

Stephenson says the onus is on the mentor to create a two-sided relationship. "In a mentor relationship, the mentor is the unofficial leader, and guides where things go."

While he figures there are far more informal, than formal, mentorships out there, Stephenson says structured programs are bound to be more effective.

"Being a mentor involves relationship building, and that takes time," he says.